Summer, 2012

Abnormal Psychology (PSYC 3280) MTWR 3:00-5:00 @ Science Center 271

Instructor: Dr. Wendy L. Wolfe Office: Science Center 225 Phone: (912) 344-2955 Email: [email protected] Website: http://www.psych.armstrong.edu/faculty/wolfe/index.html Office Hours: M-F 2:00-2:30, and by appt. (any changes to office hours will be announced in class)

Required Text and Materials: Nevid, J. S., Rathus, S. A., & Greene, B. (2011). Abnormal Psychology in a Changing World. (8th Ed.). Upper Saddle River, NJ: Pearson Education, Inc. Student companion website for 7th edition of text: http://www.prenhall.com/nevid

Course Description and Goals: This course is designed to serve as a general introduction to the study of maladaptive behavior and mental illness. The primary objectives of the course call for students to learn the following:

1. An understanding of historical and current views of “abnormal” behavior and an appreciation for the socio- cultural factors involved in conceptualizations of “abnormal” behavior. 2. An understanding of the manifestations and classification of various forms of maladaptive behavior. 3. An understanding of the factors that cause and/or contribute to the development of maladaptive behavior and the major theoretical perspectives on maladaptive behavior. Relatedly, an appreciation for the complexity of the biopsychosocial factors involved in the development, manifestation, and treatment of maladaptive behavior. 4. An understanding of the different types of intervention strategies aimed at alleviating maladaptive behavior and of their effectiveness. 5. Increased empathy for individuals struggling to cope with mental illness and maladaptive behaviors.

Student Responsibilities: Students are expected to attend all classes and to read assigned chapters before the class period in which they will be discussed. In addition to being physically present, I expect students to be thoughtfully engaged (mentally present) during lectures and to be active participants in class activities and assignments. Students will be strongly encouraged throughout the course to think critically about the information presented and to demonstrate critical thinking skills through class activities and discussions. Additionally, students are expected to make relevant contributions to the class when questions are asked while being respectful of fellow classmates’ ideas and comments. For examination purposes, students will be responsible for all material contained within the assigned readings and presented in the lectures.

Grading: Grades in this course will be based on four regular exams and brief assignments/class activities.

 Exams will consist of multiple choice and matching type questions. Exam questions will vary in difficulty. Some questions will seem easy, while others will require more thoughtful consideration. Exams are designed so that most students will answer some of the questions correctly, and only students who have achieved the highest level of understanding of the material will answer others correctly. The purpose of including questions with a variety of difficulty levels is to determine the depth and breadth of your understanding of the material. “Trick” questions are not tricky to those who have achieved the highest level of understanding. Make-up exams will be scheduled within 4 class days of the missed exam and only in the case of well-documented emergencies! These may be alternate-form (essay, short-answer) exams. Summer, 2012

 Unannounced in-class and out-of-class assignments and activities will be used to reward students who attend class regularly. These brief assignments cannot be turned in late. As such, students are strongly encouraged to attend class regularly and, if a class absence is unavoidable, to check with a classmate for any missed assignments before the next day of class. In the event that you miss an assignment, you are encouraged to take advantage of extra credit to make up the missed points (see below).

Extra Credit: You may choose from the list of topics at the back of this syllabus and write one or more brief papers for extra credit points. Up to 10 points will be awarded per 2-3 page paper. However, you may only earn up to a maximum of 20 extra credit points toward your final grade.

Your final grade will be determined by the following: 400 Points for 4 non-cumulative exams 100 Class assignments 500 TOTAL POINTS

Of the 500 possible points, the minimum numbers needed to earn a particular grade are listed below: A – (90%+) outstanding performance relative to requirements 450 points B – (80-89%) good performance relative to requirements 400 points C – (70-79%) average performance relative to requirements 350 points D – (60-69%) below average to poor performance relative to requirements 300 points F – (below 60%) performance fails to meet minimal standards for successful < 300 points completion of the course and fulfillment of course requirements

Students with Special Needs: Any student with a disability who is in need of an accommodation should see me as early as possible.

Disruptions: Certain behaviors are disruptive to other students and to me as an instructor. To avoid hindering the learning process for us all please make every attempt to avoid the following during class time:

· sleeping or appearing obviously bored or inattentive using a laptop or handheld device (e.g. iPad, iPhone) · arriving late for non-class-related purposes (see below) · leaving or packing up your stuff early · reading or doing other work in class · leaving cell phones or other electronic · talking during lectures (unless you are contributing communication/entertainment devices on in class or to a class discussion topic)

Media Policy: Students are welcome to use a laptop to assist with note-taking during class. However, if a student is caught (by the instructor or another student) using their laptop during class for non-class-related purposes (e.g., email, Facebook, YouTube, work for another class), this privilege may be revoked by the instructor. Students are also free to audio record class lectures, with instructor permission.

Academic Integrity: Good academic work must be based on honesty. I do not expect to have problems with cheating or plagiarism; however, I take these issues very seriously. All students are expected to be familiar with and abide by the Armstrong Atlantic State University Honor Code, especially in regard to the policies on Academic Integrity. Any suspicion of cheating or commission of plagiarism will be referred to the Office of Student Affairs as a possible violation of the Honor Code. The term “unauthorized aid”, as referenced in the Honor Code, for the purposes of this course will consist of the following: looking at another student’s exam before, during, or after the exam period or allowing this to occur to your own exam; looking at another student’s exam booklet from a previous semester; and use of “crib” notes, textbooks, or electronic communications of exam information during the examination. Summer, 2012

For Psychology Majors: By taking this course, you are consenting to documentation of your performance, above and beyond grade assignments, for departmental evaluation purposes. Advanced psychology students (students who have completed Psyc 2200) in the B.A. degree program, and those in the B.S. degree program who anticipate pursuing a general or ABA internship placement, may request that a Professional Development Evaluation (PDE) form be completed by this instructor at the end of the semester. The instructor reserves the right to complete an optional PDE on any psychology majors taking the course. Completed PDE’s are maintained in a locked file within the department and information therein is shared with other faculty in the department in order to track exemplary and problematic performance, as well as readiness for internship placement. If you are unfamiliar with the form, you may request a copy from the instructor.

Powerpoint Slides: You may access handouts (in Microsoft Word format) from the powerpoint lecture slides by going to my faculty website. However, the slides are generally no more than a list of terms and concepts that are defined and explained in class. They are meant as an aid to note-taking, and will be woefully inadequate as an alternative to attending class. The file is quite large and will take some time (and a good internet connection) to download. Also, slides may be added, deleted, or updated throughout the course of the semester. These revisions will not be accessible via handout and you must attend class to obtain the most up-to-date information presented in lecture.

Calendar: The following schedule of topics and assignments is tentative. YOU ARE RESPONSIBLE for any changes announced in class. Textbook assigned readings (due that class) are listed for each day. You will find it very difficult to do well in this class if you do not finish your assigned readings before class.

Monday Tuesday Wednesday Thursday 21st Course Intro & 22nd Chapter 1 (History 23rd Chapter 3 24th Chapter 2-4 Chapter 1 (History) & Research Methods) 28th No Class 29th Exam 1(C 1-4) 30th Chapter 5 & 6 31st Chapter 6 Chapter 5 4th Chapter 7 5th Chapter 8 6th Exam 2(C 5-8) 7th Chapter 9 Chapter 8 (Suicide) 11th Chapter 10 (Eating 12th Chapter 10 13th Chapter 11 (Paraphilias) 14th Exam 3(C8-11) Disorders) (Sleep Disorders) Chapter 11(Gender Identity Disorder) 18th Chapter 12 19th Chapter 13 20th Chapter 14&15 21st Exam 4(C11-15) (Selected Dev’t Disorders)

List of Chapter Topics: 1. Introduction to Abnormal Psychology, Research Methods 2. Perspectives on Abnormal Behavior* 3. Classification and Assessment 4. Treatment* 5. Stress & Health (brief overview) 6. Anxiety Disorders 7. Dissociative and Somatoform Disorders 8. Mood Disorders & Suicide 9. Substance Abuse & Dependence 10. Eating & Sleep Disorders 11. Gender & Sexual Disorders 12. Psychotic Disorders 13. Personality Disorders Summer, 2012

14. Disorders in Childhood & Adolescence 15. Cognitive Disorders & Disorders of Aging

* Chapters 2 & 4 will be combined in our discussion of theoretical perspectives and the treatment techniques derived from each perspective

ABNORMAL PSYCHOLOGY EXTRA CREDIT PAPER OPTIONS Up to 10 extra credit points will be awarded per 2-3 page paper (double-spaced, 1” margins, 10-12 point font), with points deducted for writing errors and insufficient/poor content. Here is a list of paper topic options:

1. Pick a psychological disorder of your choice and conceptualize the disorder from at least two different theoretical perspectives. For example, you might choose to write about panic disorder with agoraphobia from a psychodynamic and cognitive-behavioral perspective. Include how each perspective would view the causal and maintaining factors for the disorder, as well as how each would approach treating the disorder.

2. Obtain a list from me of movies featuring mental health issues. You should select one of the movies on the list that you have not seen before, watch the movie, and write a synopsis of the mental health issues portrayed in the film. Was the information presented in the movie consistent or inconsistent with what you have been learning in this course about mental health and psychological disorders? In your conclusion, discuss your reactions to how media portrayals of mental health issues can be helpful and harmful to the population at large.

3. Write a first-person account describing the experience of having a mental illness or maladaptive behavioral problem of your choosing. Your objective here is not to disclose an actual psychological difficulty you have faced, but to imagine what it would be like to have an eating disorder, schizophrenia, posttraumatic stress disorder, etc.. You are to write the paper from a first-person standpoint in order to enhance your empathic ability and understanding. A good way to start the paper would be something like “My name is Jane Doe and I was first diagnosed with obsessive-compulsive disorder in the 8th grade.”

4. Choose a case study from one of the case study books in Dr. Wolfe’s office. In your paper, make note of what case study you have chosen and provide a summary of the case in terms of diagnosis(es), symptoms, relevant background information, and the etiological and maintaining factors for the person’s symptoms/disorder. What treatment recommendations would you make for the person?

5. Pick a culture (or subculture) different from the majority culture in the United States. Research and write about how mental illness is viewed and treated in that culture. Make note of any psychological disorders unique to that culture or ways in which disorders we are covering in class are manifested or conceptualized differently in that culture. In your conclusion section, discuss what you learned about how culture informs our understanding and classification of psychological disorders.